Beyond Left and Right: Reframing “Intellectual Diversity” through Critical Knowledge Praxis in Higher Education Policy

• In Event: The Role of Educational Policy in a Democratic Republic, as Framed by the Constitution and the Courts

Abstract

This paper analyzes how recent U.S. “intellectual diversity” laws reframe pluralism as ideological balance, often entrenching partisan binaries instead of broadening epistemic horizons. Using the Critical Knowledge Praxis (CKP) framework, it argues these policies function as tools of epistemic governance, shaping what knowledge is deemed legitimate. Comparative cases from South Africa, India, and Mexico illustrate alternative policy approaches that embed epistemic pluralism through constitutional, legislative, and institutional reforms. By situating these developments in the context of higher education law and governance, the paper highlights risks to shared governance and academic freedom while offering pathways for institutional action. It concludes that advancing genuine intellectual diversity requires reflexive policymaking, structural protections for epistemic justice, and a commitment to inclusive knowledge governance.

Author

• Michael Martinez, New York University